This document is part of a series. Teaching literacy in languages in Year 7: Greek

Size: px
Start display at page:

Download "This document is part of a series. Teaching literacy in languages in Year 7: Greek"

Transcription

1 This document is part of a series. Teaching literacy in languages in Year : Greek Teaching literacy in languages in Year : Arabic Teaching literacy in languages in Year : Chinese Teaching literacy in languages in Year : French Teaching literacy in languages in Year : German Teaching literacy in languages in Year : Indonesian Teaching literacy in languages in Year : Italian Teaching literacy in languages in Year : Japanese Teaching literacy in languages in Year : Spanish

2 Greek Teaching Literacy in Languages in Year Greek Curriculum Support Directorate 1

3 Teaching Literacy in Languages in year Acknowledgements The Department of Education and Training wishes to acknowledge the work of the following officers in the preparation of this document: Greek writing team Dena Laskas Elene Marathocabitis Panayiota Nazou (Editor of Greek text) Project team Nina Conomos David Jaffray Lillace Kenta Susi Steigler-Peters Karen White Design and desktop publishing Campbell Graphics 1998 NSW Department of Education and Training Curriculum Support Directorate Restricted waiver of copyright The printed material in this publication is subject to a restricted waiver of copyright to allow the purchaser to make photocopies of the material contained in the publication for use within a school, subject to the conditions below. 1. All copies of the printed material shall be made without alteration or abridgement and must retain acknowledgement of the copyright. 2. The school or college shall not sell, hire or otherwise derive revenue from copies of the material, nor distribute copies of the material for any other purpose. 3. The restricted waiver of copyright is not transferable and may be withdrawn in the case of breach of any of these conditions. SCIS Order Number: ISBN:

4 Greek Foreword This publication complements Teaching literacy in languages in Year, a document released in 199 to support the State Literacy Strategy. It has been designed to affirm and support the work of secondary teachers of Greek in making clear connections between learning Greek and the development of literacy. It is acknowledged and emphasised that the systematic teaching of literacy skills is the responsibility of all teachers. Teaching literacy in languages in Year : Greek presents a range of literacy skills, making specific reference to how the development of literacy can be supported in the languages classroom. Key aspects of Teaching literacy in languages in Year : Greek include: continued opportunities for students to improve their language skills the systematic teaching of literacy skills recognition of the close connection between learning languages and the development of literacy skills. Teaching literacy in languages in Year : Greek brings together the experience and expertise of languages teachers from across the state. It aims to improve learning outcomes for all students. The stimulus texts and activities that follow are practical examples which you might consider referring to when programming lessons. They provide ideas and advice to all teachers for effectively linking languages learning with developing literacy skills. I highly commend Teaching literacy in languages in Year : Greek and encourage teachers to explore the many opportunities it offers to strengthen the links between learning Greek and developing literacy. Lindsay Wasson Director of Curriculum Support June,

5 Teaching Literacy in Languages in year Contents Literacy in the languages KLA 5 Defining literacy 5 Links with literacy 6 Teaching and learning activities 8 Mixed proficiency classes 9 Contextual introduction 11 Stimulus text 1: Dialogue 12 Stimulus text 2: Procedure text 14 Stimulus text 3: Identity card 16 Stimulus text 4: Letter from a cousin 18 Stimulus text 5: Tourist brochure 20 Stimulus text 6: Accommodation advertisements 22 Stimulus text : Travel itinerary 24 Stimulus text 8: Diary 26 4

6 Greek Literacy in the languages KLA Teaching literacy in languages in Year : Greek has been written by teachers for teachers. It presents a selection of texts and associated activities for developing language skills in the context of the development of literacy skills. The following factors were considered when the texts and activities were being developed: selecting language and content to match the stage of schooling using meaningful language recognising prior learning in Greek teaching mixed proficiency classes. Teaching literacy in languages in Year : Greek makes clear links between languages learning and the development of literacy and provides teachers with a greater understanding of how students develop literacy skills through learning Greek. Defining literacy Literacy is the ability to read and use written information and to write appropriately, in a range of contexts. It is used to develop knowledge and understanding, to achieve personal growth and to function effectively in our society. Literacy also includes the recognition of number and basic mathematical signs and symbols within text. Literacy involves the integration of speaking, listening and critical thinking with reading and writing. Effective literacy is intrinsically purposeful, flexible and dynamic and continues to develop throughout an individual s lifetime. Australia s Language and Literacy Policy Companion Volume to the Policy Paper, 1991 This is an extract from the definition of literacy used by the Department. It could also be used as a rationale for learning and teaching languages. The functional approach to language shows the relationships between context, language structure and meaning and involves the skills of speaking, listening, reading and writing. The close relationship between the development of language skills in Greek and the development of literacy in English enables teachers to incorporate into the teaching of Greek explicit strategies for developing literacy. Three of the major issues for teachers of Greek when considering literacy are: developing literacy skills in Greek transferring these skills from Greek to English enhancing literacy skills in English through the learning of Greek. The languages classroom provides a rich environment for developing students understandings of language as a system by drawing on comparative language analysis. This is just one significant aspect of literacy developed in the languages classroom. The following are some examples of the activities which languages teachers use and which fulfil the dual purposes of developing the target language and enhancing literacy skills: By comparing and reviewing the construction of sentences and texts the students develop their understanding of how the language operates as a system. These skills are transferable from language to language. While developing proficiency in the target language, students develop literacy skills which apply both to the target language and to English. Decoding messages, reading for meaning, scanning a text and predicting the message of a text through cues, are literacy strategies employed by all students in all languages to make meaning. When teachers use explicit strategies for developing language and literacy, their students are able to decode language much more easily and are able to make comparisons between languages and draw conclusions about how their own language works. See also: Teaching literacy in languages in Year. NSW Department of School Education,

7 Teaching Literacy in Languages in year Links with literacy The identification of explicit links with literacy will support the development of language programs. While not definitive, the following list identifies the skills that will enhance students literacy development as they learn a language. for the languages classroom may include: associating text with picture reading ahead to infer meaning associating pictures with an oral or aural stimulus recognising the association between print and sound predicting the content of a text using headings, visual clues, known words and cognates scanning to locate key words using a bilingual dictionary using facial expressions, body movements and gestures to support meaning using a monolingual dictionary using illustrations to confirm meaning using known words and sounds to understand and read new words using pictures and diagrams to predict meaning identifying, understanding and applying punctuation classifying information identifying grammatical patterns and features comparing and contrasting English with the target language placing key words in context (e.g. cloze) cross-referencing information understanding how to open and close conversations interpreting cognates and using them to infer meaning choosing an appropriate form of language for the audience or text making links between spoken and written forms choosing an appropriate language register 6

8 Greek constructing a meaningful text decoding abbreviated styles of communication constructing a text for a specific purpose identifying specific details decoding information from a graph or grid inferring meaning encoding information into an abbreviated style locating information identifying the language relevant to the topic recognising speech melodies and varying tones planning and reconstructing text recording information on an appropriate form planning the stages of a letter, profile, note or timetable recounting facts in oral or written form recognising the purpose of a text responding appropriately to an oral or aural stimulus selecting information for a specific purpose understanding language as a system sequencing jumbled words, dialogue or pictures understanding the forms and conventions of letters and sequencing according to different criteria skimming for general meaning using the same information for a variety of purposes understanding culturally-specific conventions of communication writing in various forms, e.g. note form collaborating with others to identify clues to meaning understanding the cueing of questions and answers.

9 Teaching Literacy in Languages in year Teaching and learning activities Following is a range of activities for developing skills in the target language. A specific literacy focus has been identified for each activity. All activities may not be appropriate for all language content, language functions, topics or stages of learning. The needs of the student and the teacher s professional judgement will be the key factors in determining the appropriateness of activities. Recognising cognates A cognate is a word which resembles, in meaning and in form, a word in a different language. Literacy link: Using cognates to support languages learning and the development of literacy can be a useful tool for supporting the development of meaning as well as for making comparisons between languages. Information gap In these activities, some students hold information that others do not. The topic is usually specifically defined, e.g. daily routine or likes and dislikes. Vehicles for this activity may include questionnaires, barrier games and cross-group games. Literacy link: The nature of the activity compels the student to listen for specific detail and match aural understanding with print. Sequencing This type of strategy requires students to reorganise written text, pictures or symbols into an appropriate sequence. Literacy link: In drawing students attention to the logical and reasonable order of words, this activity requires an understanding of the verbal and visual clues associated with the flow of thought from beginning to end. Listening activities These activities require students to listen actively in order to discriminate among elements of information. It is a strategy that can be used to familiarise students with a specific text or teaching point. During global listening, students may be given the opportunity to listen repeatedly and be guided by general questions, which they may be encouraged to discuss, e.g. What might be happening? Where might this be taking place? Listening may also be used in more prescriptive ways, requiring students to listen for specific details or for reasons, facts, opinions or instructions. Literacy link: By identifying the purpose and language features of a text through active listening, students learn to interpret speech patterns and varying tones, to locate key words and main ideas and to predict meaning from the context. Cloze A cloze refers to a text from which key words have been deleted. The reader is asked to fill in the spaces. Literacy link: Students are compelled to use their understanding of language structures, grammar and context to make a meaningful attempt at identifying or locating the missing word or words. These exercises slow down the reading and focus the students attention on the meaning of the text. Modelling Modelling involves students in structured demonstrations of what effective communicators do. It can be a useful way of teaching language content while providing opportunities for the teacher and the students to pause and consider literacy demands. Literacy link: The process of modelling can slow the construction of text. It offers students a useful framework for developing and refining their understanding of particular text types and provides an opportunity for closer textual analysis. 8

10 Greek Mixed proficiency classes Any group of language learners may include students working across a range of outcomes. The proficiency of students cannot be defined by age or the year of schooling. The stimulus texts and activities included here have been developed to cater for Year students with a range of backgrounds and experiences in learning languages. You could consider the following strategies for differentiating activities so that they are accessible to students of varying levels of proficiency. Mentoring This enables students with little prior learning to undertake short-term tasks with a more proficient student. For example, with the support of a mentor, students can successfully complete listening exercises, cloze procedures and barrier games. This arrangement is appropriate for building success and confidence. Mixed proficiency grouping Divide the class into groups. Each group reflects a range of proficiency, from students with little prior learning to those who are considered able to complete the activity with minimal support. This type of grouping is suitable for completing a longer activity requiring teamwork. It may be that the teacher assigns roles to the students, e.g. recorder, presenter, checker, researcher or illustrator, which contribute to the expected outcome. Mixed proficiency grouping can successfully accommodate all types of learners working across a range of outcomes. Alternatively, groups of similar ability can be formed and tasks set accordingly. Grading tasks across a range of proficiency levels This allows students to work on the same activity yet complete graded tasks which match their proficiency level. During a reading activity the more proficient learners may be reading for detail with little or no support. At the same time, students with minimal prior learning may be required to identify known words in the passage, read for global understanding or work in pairs with the support of a word list. Working to a range of outcomes Students who are engaged in the same activity can produce a range of results with widely differing degrees of accuracy. In writing a letter to a penfriend, some students may write one or two lines while others complete several paragraphs. Providing a range of support strategies for students This may include displays of useful language, easy access to resource books, catch-up booklets, worked answer sheets, learning centres and contracts. 9

11 Teaching Literacy in Languages in year 10

12 Greek Contextual introduction Each of the following stimulus texts has been developed around the theme of travel to Greece. Mark, a high school student in Australia, will be visiting his cousin in Greece for the second time. We follow the planning of his trip through to its realisation and his meeting his cousin in Greece. In all schools a range of entry points is possible and so a Year Greek class may consist of students with varying degrees of background or prior experience of Greek. Therefore there needs to be flexibility in the interpretation of content. Material may need to be modified to suit the needs of individual students or certain class groups. While the development of Greek language skills remains the focus, it is important to make explicit the connections between languages learning and literacy development. These materials provide examples of those links. Stimulus text 1: Dialogue Mark and his friend Maria discuss his impending trip to Greece. Stimulus text 2: Procedure text Mark prepares a list of things he has to do before his trip. Stimulus text 3: Identity card Mark's personal details are presented on his identity card. Stimulus text 4: Letter Mark receives a letter from his cousin, Elizabeth, who lives in Athens. Stimulus text 5: Tourist brochure A brochure highlighting tourist sites in Athens. Stimulus text 6: Accommodation advertisements Mark consults a brochure advertising accommodation in Athens. Stimulus text : Travel itinerary Mark plans an itinerary for his trip to Greece. Stimulus text 8: Diary Mark keeps a diary of his trip to Greece. 11

13 Teaching Literacy in Languages in year Stimulus text 1: Dialogue Μαρι;α Μα;ρκοω Γεια σοψ Μα;ρκο. Τι κα;νειω Καλα; Πολψ; καλα;! Υα πα;ϖ ταϕι;δι. Γεια σοψ Μα;ρκο. Τι κα;νειω Καλα; Μαρι;α Μπρα;βο! Ποψ; Πο;τε Μα;ρκοω Στην Ελλα;δα, το Μα;ρτιο. Μαρι;α Μα;ρκοω Μαρι;α Μα;ρκοω Μο;νοω σοψ ;Οξι, µε την οικογε;νεια; µοψ. Γιατι; Παντρεψ;εται ο ϕα;δελφο;ω µοψ ο Νι;κοω. Πολψ; καλα;! Υα πα;ϖ ταϕι;δι. The following text could be used as an optional extension for more proficient students. Μαρι;α ςραι;α! Ει;σαι ε;τοιµοω Μα;ρκοω Μαρι;α Μα;ρκοω Σξεδο;ν. Πρε;πει να κα;νϖ αι;τηση για διαβατη;ριο. Ποψ; υα µει;νειω Με σψγγενει;ω Σε ϕενοδοξει;ο εν ϕε;ρϖ ακο;µα. Περιµε;νϖ γρα;µµα µε πληροφορι;εω απο; την ϕαδε;λφη µοψ. Μαρι;α Μπρα;βο! Καλο; ταϕι;δι! Μα;ρκοω Εψξαριστϖ; Μαρι;α. Γεια σοψ. Language features Greetings Use of interrogatives Introduction of πρε;πει να Identifying general meaning Locating simple information Understanding the cueing of questions and answers. 12

14 Greek Activity 1 Activity 3 Orientation Display the stimulus text on an OHP and read it to the class. Issue students with a copy and ask them to highlight words they recognise, exclamation marks and question marks as you read. Have the students repeat after you with emphasised intonation. Using facial expressions, body movement and gestures to support meaning Identifying and understanding punctuation Making the link between spoken and written forms Recognising speech melodies and varying tones. Activity 2 Sequencing Provide the students with illustrations to match the dialogue in jumbled order. The students arrange the pictures in the correct order to match the text. Provide students with a jumbled dialogue on disk using the outline feature in a word processing package. See a detailed description of the method in Computer-based technologies in the Languages KLA, Activity 3, Story Outline, page 3. Cloze Students complete a cloze exercise with the key words omitted. You may consider providing a list of words or picture clues to support the students. For example: Μαρι;α Μα;ρκοω Μαρι;α Μα;ρκοω Μαρι;α Μα;ρκοω Μαρι;α Μα;ρκοω Μα;ρκο. Τι κα;νειω Καλα; Πολψ; καλα;! Υα πα;ϖ ταϕι;δι.! Ποψ; Στην Ελλα;δα, το Μα;ρτιο. Μο;νοω σοψ, µε την οικογε;νεια; µοψ. Γιατι; Παντρεψ;εται ο ϕα;δελφο;ω µοψ ο Νι;κοω. Literacy skill Placing key words in context. Associating text with pictures Sequencing dialogue. 13

15 Teaching Literacy in Languages in year Stimulus text 2: Procedure text Τι πρε;πει να κα;νϖ για το ταϕι;δι Πρε;πει... να πα;ϖ στο ταϕιδιϖτικο; γραφει;ο να κα;νϖ αι;τηση για διαβατη;ριο να κλει;σϖ υε;ση να βγα;λϖ εισιτη;ριο να γρα;χϖ στην ϕαδε;λφη µοψ να πα;ρϖ τηλε;φϖνο την ϕαδε;λφη µοψ να αγορα;σϖ δϖ;ρα να ετοιµα;σϖ τιω βαλι;τσεω Language feature Recognition of the instructional form of verbs. Associating text with picture Inferring meaning Sequencing. 14

16 Greek Activity 1 Activity 3 Orientation Using the more demonstrable verbs i.e. γρα;χϖ / ετοιµα;σϖ βαλι;τσεω / πα;ϖ / πα;ρϖ τηλε;φϖνο / αγορα;σϖ, demonstrate the actions by saying πρε;πει να πα;ρϖ τηλε;φϖνο etc. Have the students copy and practise the actions for each verb. After a few practice runs attempt to trick the students by saying one expression while doing a different action. Alternatively, hold up a written flashcard detailing a travel action and have students respond by either performing the matching travel action or ticking the English equivalent on a worksheet. Verb matching Give the students a list of verbs in the imperative form and read out a corresponding list of travel tasks randomly. Ask the students to number, in the order they hear, the matching imperative form. Recognising the connection between different forms of a verb Responding appropriately to an oral stimulus. Responding appropriately to an oral stimulus Using facial expressions, body movement and gestures to support meaning. Activity 2 Prioritising travel tasks Divide the students into groups. Give them tasks based on stimulus text 2. These should be written on separate slips of paper. Ask the students to prioritise the tasks and to justify their choice to their group. Sequencing Classifying information. 15

17 Teaching Literacy in Languages in year Stimulus text 3: Identity card Επϖ;νψµο Πα;ππαω ;Ονοµα Μα;ρκοω Ψπηκοο;τητα Αψστραλιανη; Το;ποω Γεννη;σεϖω Καµπε;ρρα, Αψστραλι;α Ηµεροµηνι;α Γεννη;σεϖω 20 Φεβροψαρι;οψ 1985 Φψ;λο ;Αρρεν Ισξψ;ει µε;ξρι 14 εκεµβρι;οψ 200 Ψπογραφη; Language features Using personal identification Using numbers and months Official terminology. Using known words to infer meaning Recording information on an appropriate form. 16

18 Greek Activity 1 Activity 3 Orientation Issue a copy of the text to each student and display it on an OHP. Read the text aloud or have a student read it. The students then highlight any words they recognise and as a class infer the meaning of the text. Identifying known words Recognising the association between print and sound Collaborating with others to identify clues to meaning. Activity 2 Modelled form filling Referring to the stimulus text, collaborate with the students in creating a new identity card. Identifying specific detail Recording information on an appropriate form. Completing forms Students work in small groups to complete their own identity card or that of a fictitious character. Using a database package, the students work in pairs to set up a form to record passport information. They create fields for each criterion and label them in Greek. Then they enter the data into the appropriate fields. Creating a text for a specific purpose Planning the stages of a profile Providing information on an appropriate form. Activity 4 True or false Ask the students to indicate whether statements which are read out about Mark from stimulus text 3 are true or false, e.g. Η ταψτο;τητα ισξψ;ει µε;ξρι τιω 1 Αψγοψ;στοψ Το επϖ;νψµο; τοψ ει;ναι Πε;ππαω. Literacy skill Scanning for detail Responding appropriately to oral stimulus. 1

19 Teaching Literacy in Languages in year Stimulus text 4: Letter from a cousin Αυη;να, 15 Ιανοψαρι;οψ 1998 Αγαπητε; Μα;ρκο γεια σοψ, Ει;µαι η Ελισα;βετ, η ϕαδε;λφη σοψ. Ει;µαι δϖ;δεκα ξρονϖ;ν και πηγαι;νϖ στο γψµνα;σιο. Η µεγα;λη µοψ αδελφη;, η Κατερι;να, ει;ναι δεκαπε;ντε ξρονϖ;ν και η µικρη; µοψ αδελφη;, η ;Αννα, ει;ναι εννε;α. Εσψ;, τι κα;νειω Τα αδε;λφια σοψ Οι γονει;ω σοψ ;Εµαυα πϖω υα ρυειω στην Ελλα;δα. Λοιπο;ν! Πϖ;ω παω µε τα σξε;δια; σοψ Ει;σαι ε;τοιµοω για το ταϕι;δι ;Εξειω διαβατη;ριο Πο;τε φτα;νειω Περιµε;νϖ νε;α σοψ. Καλη; αντα;µϖση! Με αγα;πη Ελισα;βετ Ψ.Γ. Σοψ στε;λνϖ κι ε;να τοψριστικο; φψλλα;διο µε πληροφορι;εω για την Αθη;να. Language features Numbers and dates Opening and closing letters Use of punctuation Personal questions and answers. Locating information Understanding the forms and conventions of letters or . 18

20 Greek Activity 1 Activity 4 Orientation Display the text on an OHP and issue a copy to the students. Ask the students to predict the purpose of the text. Using a highlighter, students then identify familiar language and predict general content. Identifying key words Predicting content of the text. Activity 2 Modelled reading Issue each student with a copy of the stimulus text. After modelling the text, ask the students to read it aloud. Using known words as a starting point, discuss the meaning of the text with the students. Using known words and sounds to understand and read new words Collaborating with others to identify clues to meaning. Activity 3 Listening activity Ask students simple true or false questions based on the information in the letter. Cloze Give students a cloze exercise based on the stimulus text. It could be discussed orally and then completed in written form to consolidate understanding. Placing key words in context Reading ahead to infer meaning. Activity 5 Drafting a reply Ask the students to identify the topics in the letter and list these on the board. Then write a reference list of useful words and structures on the board, some of which could be suggested by the students. After modelling how to draft a reply, encourage the students to construct a response. Students use a word processing or package to construct their reply. Identifying language relevant to a topic Identifying grammatical patterns and features Understanding the forms and conventions of a letter Planning the stages of a letter. Scanning for detail Responding appropriately to an oral stimulus. 19

21 Teaching Literacy in Languages in year Stimulus text 5: Tourist brochure Αυη;να Παρυενϖ;ναω αρξαι;οω ναο;ω στην Ακρο;πολη ξρονϖ;ν Πλα;κα Language features Using adjectives and prepositions Capitalisation of nouns. Scanning for detail Recognising abbreviated styles of writing Understanding culturally-specific communication conventions. πολλε;ω ταβε;ρνεω κα;τϖ απο; την Ακρο;πολη παραδοσιακα; σπι;τια Πλατει;α Σψντα;γµατοω Βοψλη; τϖν Ελλη;νϖν ;Αγνϖστοω Στρατιϖ;τηω αλλαγη; φροψρα;ω Οδο;ω Ερµοψ; µαγαζια; γψναικει;αω µο;δαω ξρψσαφικα; πεζο;δροµοω 20

22 Greek Activity 1 Activity 4 Orientation Issue each student with a copy of the brochure or display it on an OHP. Encourage students to locate known words and collaborate to identify the purpose of the text. Read the first section aloud and ask questions which require the students to find specific words. Continue for the rest of the text. Sample questions What is Plaka well known for? Where would you go if you wanted to buy jewellery? Scanning to locate key words Using known words to infer meaning Cross-referencing information. Activity 2 Reading the brochure The students work in pairs to discuss and list some facts in the brochure. In groupings of two pairs, the students compare their facts. Each group of four reports one fact from their discussion of the brochure, leading to a class discussion to establish the meaning of the text. Scanning for information Recounting facts orally. Sentence construction Using the information in the stimulus text, model constructing short descriptive sentences. After a few examples encourage the students to make further suggestions. Planning and constructing a text Finding information in one text form and expressing it in another. Activity 5 Designing a brochure Students use the stimulus text as a model and create a brochure in Greek about their own town. The brochure could include a map with tourist sites marked clearly. With support, the students assemble abbreviated text for their brochure. Students use a word processing or desktop publishing package to create the brochure. Import clip art or scanned photographs of the tourist sites. Students might search for information on the Internet. For information on a similar activity see Computer-based technologies in the Languages KLA, Activity 12, Web-sourced travel brochure, page 3. Literacy skill Constructing a text for a specific purpose Choosing an appropriate form of language for the text. Activity 3 Match-up Issue three sets of cards to the students: pictures of places, names of places, descriptions of places. Ask the students to match the picture cards to the names and their descriptions. Locating information Matching text to illustrations. 21

23 Teaching Literacy in Languages in year Stimulus text 6: Accommodation advertisements ϑενϖ;ναω << Η Εστι;α τϖν Νε;ϖν >> ( ) δϖµα;τια για 6 α;τοµα κοψζι;να και ντοψζ κοντα; σε λεϖφορει;α δρξ τη βραδια; (το α;τοµο) ϑενοδοξει;ο << Οι Τρειω Φι;λοι >> ( ) α;νετο ασανσε;ρ πρϖινο; κοντα; στα µαγαζια; δρξ τη βραδια; (το α;τοµο) ϑενοδοξει;ο << Αστι;ρ >> ( ) πολψτε;λεια, υε;α κλιµατισµο;ω πισι;να πρϖινο; εστιατο;ριο και µπαρ στο κε;ντρο τηω πο;ληω (τρα;πεζεω, σινεµα;, µαγαζια;) δρξ τη βραδια; (το δϖµα;τιο) Language features Vocabulary related to accommodation Using prepositions Using currency. Decoding abbreviated styles of writing Recognising the purpose of the text Locating specific detail. 22

24 Greek Activity 1 Activity 3 Word identification activity Issue each student with a copy of the stimulus text and read it aloud, or have a student read it. Encourage the students to locate known words and use them to infer meaning. Then ask questions which require the students to find specific words in Greek to match meanings. Sample questions Which is the cheapest? Which one is in the centre of the city? How do you get from the hostel to the centre of the city? Scanning for information Locating known words and using them to infer meaning. Designing an advertisement Using the stimulus text as a model, the students design an advertisement for accommodation. The advertisement should draw on vocabulary beyond that of the stimulus text. Students use a word processing, drawing or desktop publishing package to create the advertisement. Import clip art or scanned photographs as appropriate. Constructing a text for a specific purpose Encoding information into an abbreviated style of writing. Activity 2 Matching Issue the students with cards. The cards provide details, in Greek, of individuals, couples or families who are travelling overseas and seeking accommodation. Based on the information provided on the cards the students work in pairs to find suitable accommodation. The cards might include destinations and budgets. The Greek on the cards can be adapted to suit a range of student proficiency levels. Cross-referencing information Collaborating with others to identify clues to meaning Locating information. 23

Modern foreign languages

Modern foreign languages Modern foreign languages Programme of study for key stage 3 and attainment targets (This is an extract from The National Curriculum 2007) Crown copyright 2007 Qualifications and Curriculum Authority 2007

More information

ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) COMPANION TO AusVELS

ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) COMPANION TO AusVELS ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) COMPANION TO AusVELS For implementation in 2013 Contents English as an Additional Language... 3 Introduction... 3 Structure of the EAL Companion... 4 A Stages Lower

More information

English. Teaching Objectives and Learning Outcomes

English. Teaching Objectives and Learning Outcomes English Teaching Objectives and Directorate for Quality and Standards in Education Curriculum Management and elearning Department Malta 2012 FORM 1 - English Unit code and title Objective 1 7.1 The way

More information

Language Development and Learning: Strategies for supporting pupils learning through English as an additional language (Secondary)

Language Development and Learning: Strategies for supporting pupils learning through English as an additional language (Secondary) 12 CHECKLIST FOR PLANNING 1. Do the bilingual pupils understand the learning intention? 2. Do I know their prior knowledge of this topic? 3. Do I know what English language skills they have and need to

More information

Catering for students with special needs

Catering for students with special needs Catering for students with special needs In preparing students for the assessment tasks, teachers need to be aware of the specific learning needs of individual students in their classes. These could include

More information

Virginia English Standards of Learning Grade 8

Virginia English Standards of Learning Grade 8 A Correlation of Prentice Hall Writing Coach 2012 To the Virginia English Standards of Learning A Correlation of, 2012, Introduction This document demonstrates how, 2012, meets the objectives of the. Correlation

More information

Stamford Green Primary School Spanish Curriculum Map. September 2014

Stamford Green Primary School Spanish Curriculum Map. September 2014 Stamford Green Primary School Spanish Curriculum Map September 2014 Contents Page Essential characteristics of linguists Page 3 Aims of the National Curriculum Page 4 Early Years Page 5 Year 1 Expectation

More information

Advice for Class Teachers. Moderating pupils reading at P 4 NC Level 1

Advice for Class Teachers. Moderating pupils reading at P 4 NC Level 1 Advice for Class Teachers Moderating pupils reading at P 4 NC Level 1 Exemplars of writing at P Scales and into National Curriculum levels. The purpose of this document is to provide guidance for class

More information

Form: Filled in table. Method: Peer assessment. Tool: Checklist. Form: Completed table. Method: Peer assessment. Tool: Checklist

Form: Filled in table. Method: Peer assessment. Tool: Checklist. Form: Completed table. Method: Peer assessment. Tool: Checklist Lesson Plan English First Additional Language Grade 5 Content in context: Text from other Learning Area - Whether Los and ASs Learning Activities Details of Assessment Barriers to Learning LO 1 Listening

More information

Alignment of the National Standards for Learning Languages with the Common Core State Standards

Alignment of the National Standards for Learning Languages with the Common Core State Standards Alignment of the National with the Common Core State Standards Performance Expectations The Common Core State Standards for English Language Arts (ELA) and Literacy in History/Social Studies, Science,

More information

BURSTED WOOD PRIMARY SCHOOL

BURSTED WOOD PRIMARY SCHOOL BURSTED WOOD PRIMARY SCHOOL Year 6 English Medium Term Plans Reading Word Objectives apply their growing knowledge of root words prefixes and suffixes (morphology and etymology), as listed under the spelling

More information

Tips for Working With ELL Students

Tips for Working With ELL Students Session One: Increasing Comprehensibility One goal for every teacher working with ELL students is to increase comprehensibility. In other words, to increase understanding or make course content more intelligible.

More information

GERMAN IA CCO I: Interpersonal Communication

GERMAN IA CCO I: Interpersonal Communication GERMAN IA 55 GERMAN IA CCO I: Interpersonal Communication Students will engage in conversations or correspondence in German to provide and obtain information, express feelings and emotions, and exchange

More information

COURSE OBJECTIVES SPAN 100/101 ELEMENTARY SPANISH LISTENING. SPEAKING/FUNCTIONAl KNOWLEDGE

COURSE OBJECTIVES SPAN 100/101 ELEMENTARY SPANISH LISTENING. SPEAKING/FUNCTIONAl KNOWLEDGE SPAN 100/101 ELEMENTARY SPANISH COURSE OBJECTIVES This Spanish course pays equal attention to developing all four language skills (listening, speaking, reading, and writing), with a special emphasis on

More information

MStM Reading/Language Arts Curriculum Lesson Plan Template

MStM Reading/Language Arts Curriculum Lesson Plan Template Grade Level: 6 th grade Standard 1: Students will use multiple strategies to read a variety of texts. Grade Level Objective: 1. A.6.1: compare/contrast the differences in fiction and non-fiction text.

More information

Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6

Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 4 I. READING AND LITERATURE A. Word Recognition, Analysis, and Fluency The student

More information

Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8

Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8 Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8 Pennsylvania Department of Education These standards are offered as a voluntary resource

More information

Published on www.standards.dcsf.gov.uk/nationalstrategies

Published on www.standards.dcsf.gov.uk/nationalstrategies Published on www.standards.dcsf.gov.uk/nationalstrategies 16-Dec-2010 Year 3 Narrative Unit 3 Adventure and mystery Adventure and mystery (4 weeks) This is the third in a block of four narrative units

More information

ENGLISH LANGUAGE ARTS

ENGLISH LANGUAGE ARTS ENGLISH LANGUAGE ARTS INTRODUCTION Clear student learning outcomes and high learning standards in the program of studies are designed to prepare students for present and future language requirements. Changes

More information

CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS/BENCHMARKS

CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS/BENCHMARKS SUBJECT: French GRADE LEVEL: 6-8 COURSE TITLE: M/J French, Beginning COURSE CODE: 701000 SUBMISSION TITLE: Bien Dit 2013, Level 1A BID ID: 2776 PUBLISHER: Houghton Mifflin Harcourt PUBLISHER ID: 04-1456030-01

More information

Ongoing Student Learning Expectations to be Addressed Each Nine Weeks

Ongoing Student Learning Expectations to be Addressed Each Nine Weeks W.4.2.1 Contribute to a writer s notebook (i.e., interesting words or phrases, books or experiences that spark an interest, etc.) Northwest Arkansas Instructional Alignment English Language Arts Grade

More information

stress, intonation and pauses and pronounce English sounds correctly. (b) To speak accurately to the listener(s) about one s thoughts and feelings,

stress, intonation and pauses and pronounce English sounds correctly. (b) To speak accurately to the listener(s) about one s thoughts and feelings, Section 9 Foreign Languages I. OVERALL OBJECTIVE To develop students basic communication abilities such as listening, speaking, reading and writing, deepening their understanding of language and culture

More information

ST. PETER S CHURCH OF ENGLAND (VOLUNTARY AIDED) PRIMARY SCHOOL SOUTH WEALD. Modern Foreign Language Policy

ST. PETER S CHURCH OF ENGLAND (VOLUNTARY AIDED) PRIMARY SCHOOL SOUTH WEALD. Modern Foreign Language Policy ST. PETER S CHURCH OF ENGLAND (VOLUNTARY AIDED) PRIMARY SCHOOL SOUTH WEALD Modern Foreign Language Policy January 2013 ST PETER S MODERN FOREIGN LANGUAGE (MFL) POLICY RATIONALE In the knowledge society

More information

Curriculum Correlation

Curriculum Correlation Curriculum Correlation The following chart shows where these expectations are met in the Autour de nous 9 e program. ORAL COMMUNICATION Listening L1 understand and follow specific instructions (e.g., p.

More information

Teaching Reading: A K-6 Framework

Teaching Reading: A K-6 Framework eaching Reading: A K-6 Framework 1997 NSW Department of School Education Curriculum Directorate Smalls Road Ryde NSW 2112 ISBN: 0731083431 SCIS: 898002 PAGE 3 Contents Introduction 5 Understanding reading

More information

LANGUAGE! 4 th Edition, Levels A C, correlated to the South Carolina College and Career Readiness Standards, Grades 3 5

LANGUAGE! 4 th Edition, Levels A C, correlated to the South Carolina College and Career Readiness Standards, Grades 3 5 Page 1 of 57 Grade 3 Reading Literary Text Principles of Reading (P) Standard 1: Demonstrate understanding of the organization and basic features of print. Standard 2: Demonstrate understanding of spoken

More information

Language Arts Literacy Areas of Focus: Grade 6

Language Arts Literacy Areas of Focus: Grade 6 Language Arts Literacy : Grade 6 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their

More information

From Our Classroom Strategy Library During Reading

From Our Classroom Strategy Library During Reading Concept Map Use this map to organize your thoughts and make connections to your topic. Write the main idea in the center, and add supporting ideas or related topics in each surrounding oval. Continue to

More information

COMPUTER TECHNOLOGY IN TEACHING READING

COMPUTER TECHNOLOGY IN TEACHING READING Лю Пэн COMPUTER TECHNOLOGY IN TEACHING READING Effective Elementary Reading Program Effective approach must contain the following five components: 1. Phonemic awareness instruction to help children learn

More information

CELTA. Syllabus and Assessment Guidelines. Fourth Edition. Certificate in Teaching English to Speakers of Other Languages

CELTA. Syllabus and Assessment Guidelines. Fourth Edition. Certificate in Teaching English to Speakers of Other Languages CELTA Certificate in Teaching English to Speakers of Other Languages Syllabus and Assessment Guidelines Fourth Edition CELTA (Certificate in Teaching English to Speakers of Other Languages) is regulated

More information

Academic Standards for Reading, Writing, Speaking, and Listening

Academic Standards for Reading, Writing, Speaking, and Listening Academic Standards for Reading, Writing, Speaking, and Listening Pre-K - 3 REVISED May 18, 2010 Pennsylvania Department of Education These standards are offered as a voluntary resource for Pennsylvania

More information

READING SPECIALIST STANDARDS

READING SPECIALIST STANDARDS READING SPECIALIST STANDARDS Standard I. Standard II. Standard III. Standard IV. Components of Reading: The Reading Specialist applies knowledge of the interrelated components of reading across all developmental

More information

Grade Level Expectations for the Sunshine State Standards

Grade Level Expectations for the Sunshine State Standards for the Sunshine State Standards FLORIDA DEPARTMENT OF EDUCATION www.myfloridaeducation.com The fourth grade student: Reading uses text features to predict content and monitor comprehension (for example,

More information

English YEAR 4-6 AT SCHOOL AND HOME

English YEAR 4-6 AT SCHOOL AND HOME English YEAR 4-6 AT SCHOOL AND HOME stcuthberts.school.nz ENGLISH English is structured around two interconnected strands, each encompassing the oral, written, and visual forms of the language. The strands

More information

Reading Competencies

Reading Competencies Reading Competencies The Third Grade Reading Guarantee legislation within Senate Bill 21 requires reading competencies to be adopted by the State Board no later than January 31, 2014. Reading competencies

More information

Our Lady of Lourdes Catholic Nursery & Primary School. Modern Foreign Language Policy

Our Lady of Lourdes Catholic Nursery & Primary School. Modern Foreign Language Policy Our Lady of Lourdes Catholic Nursery & Primary School Modern Foreign Language Policy September 2014 Review Date: September 2016 INTRODUCTION This subject policy is one in a series that makes up the Whole

More information

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Strand: Reading Literature Key Ideas and Details Craft and Structure RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

More information

Integrating the Common Core Standards into the Music Curriculum

Integrating the Common Core Standards into the Music Curriculum Place Photo Here, Otherwise Delete Box Integrating the Common Core Standards into the Music Curriculum Tom L. Foust January 24 th, 2013 Illinois Music Educators Conference Peoria, Illinois What is the

More information

Student Achievement in Asian Languages Education. Part 2: Descriptions of Student Achievement

Student Achievement in Asian Languages Education. Part 2: Descriptions of Student Achievement Student Achievement in Asian Languages Education Part 2: Descriptions of Student Achievement This report is in four volumes: Part 1: Project Report Part 2: Descriptions of Student Achievement Part 3: Appendices

More information

Language Arts Literacy Areas of Focus: Grade 5

Language Arts Literacy Areas of Focus: Grade 5 Language Arts Literacy : Grade 5 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their

More information

Second Language Acquisition Stages Stephen Krashen (1986) Silent and Receptive Stage

Second Language Acquisition Stages Stephen Krashen (1986) Silent and Receptive Stage Second Language Acquisition Stages Stephen Krashen (1986) Silent and Receptive Stage do not verbally respond to communication in the second language although there is receptive processing. should be actively

More information

Opportunities for multi-levelling

Opportunities for multi-levelling Course rationale: Senior NCEA ESOL This course is designed to meet the English language learning needs of students who are working at ELLP stage 1 and stage 2 of The English Language Learning Progressions

More information

Spanish Language Development Standards Primary

Spanish Language Development Standards Primary Spanish Language Development Standards Primary Standard 1 Spanish Language Learners listen for information and understanding, using a variety of sources, for academic and social purposes. Primary Beginner

More information

FSD Kindergarten READING

FSD Kindergarten READING College and Career Readiness Anchor Standards for Reading Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or

More information

CHARACTERISTICS FOR STUDENTS WITH: LIMITED ENGLISH PROFICIENCY (LEP)

CHARACTERISTICS FOR STUDENTS WITH: LIMITED ENGLISH PROFICIENCY (LEP) CHARACTERISTICS FOR STUDENTS WITH: LIMITED ENGLISH PROFICIENCY (LEP) Research has shown that students acquire a second language in the same way that they acquire the first language. It is an exploratory

More information

by Learning Area Achievement Objectives The New Zealand Curriculum Set of 8 charts

by Learning Area Achievement Objectives The New Zealand Curriculum Set of 8 charts The New Zealand Curriculum Achievement Objectives by Learning Area Set of 8 charts Published for the Ministry of Education by Learning Media Limited, Box 3293, Wellington, New Zealand. www.learningmedia.co.nz

More information

The English Language Learner CAN DO Booklet

The English Language Learner CAN DO Booklet WORLD-CLASS INSTRUCTIONAL DESIGN AND ASSESSMENT The English Language Learner CAN DO Booklet Grades 9-12 Includes: Performance Definitions CAN DO Descriptors For use in conjunction with the WIDA English

More information

Adult Ed ESL Standards

Adult Ed ESL Standards Adult Ed ESL Standards Correlation to For more information, please contact your local ESL Specialist: Level Two www.cambridge.org/chicagoventures Please note that the Chicago Ventures correlations to the

More information

The English Language Learner CAN DO Booklet

The English Language Learner CAN DO Booklet WORLD-CLASS INSTRUCTIONAL DESIGN AND ASSESSMENT The English Language Learner CAN DO Booklet Grades 1-2 Includes: Performance Definitions CAN DO Descriptors For use in conjunction with the WIDA English

More information

OCPS Curriculum, Instruction, Assessment Alignment

OCPS Curriculum, Instruction, Assessment Alignment OCPS Curriculum, Instruction, Assessment Alignment Subject Area: Grade: Strand 1: Standard 1: Reading and Language Arts Kindergarten Reading Process The student demonstrates knowledge of the concept of

More information

The. Languages Ladder. Steps to Success. The

The. Languages Ladder. Steps to Success. The The Languages Ladder Steps to Success The What is it? The development of a national recognition scheme for languages the Languages Ladder is one of three overarching aims of the National Languages Strategy.

More information

Activity 1: Piecing the Pyramid

Activity 1: Piecing the Pyramid Kindergarten Program: Building A Healthy Me! Building A Healthy Me! supports teaching and learning related to standards across the curriculum in order to help children develop personal responsibility for

More information

TOP 10 RESOURCES FOR TEACHERS OF ENGLISH LANGUAGE LEARNERS. Melissa McGavock Director of Bilingual Education

TOP 10 RESOURCES FOR TEACHERS OF ENGLISH LANGUAGE LEARNERS. Melissa McGavock Director of Bilingual Education TOP 10 RESOURCES FOR TEACHERS OF ENGLISH LANGUAGE LEARNERS Melissa McGavock Director of Bilingual Education Reading, Writing, and Learning in ESL: A Resource Book for K-12 Teachers Making Content Comprehensible

More information

Helping English Language Learners Understand Content Area Texts

Helping English Language Learners Understand Content Area Texts Helping English Language Learners Understand Content Area Texts English language learners (ELLs) experience intense problems in content area learning because they have not yet acquired the language proficiency

More information

econtent Construction for the ipad: Designing for comprehension

econtent Construction for the ipad: Designing for comprehension econtent Construction for the ipad: Designing for comprehension Session Themes Revisit the characteristics and skills for reading proficiency Examine a UDL approach to econtent Design Accessibility benchmarks

More information

CGEA SAMPLE ASSESSMENT TOOLS

CGEA SAMPLE ASSESSMENT TOOLS CGEA SAMPLE ASSESSMENT TOOLS 21771VIC Certificate I in General Education for Adults (Introductory) 21772VIC Certificate I in General Education for Adults 21773VIC Certificate II in General Education for

More information

Available in English and Spanish

Available in English and Spanish Grades K 8+ Content Literacy Supports Common Core Available in English and Spanish Literacy Development and Grade-Level Content Language, Literacy, & Vocabulary builds a strong foundation for literacy

More information

Acalanes Union High School District Adopted: 6/25/14 SUBJECT AREA WORLD LANGUAGE

Acalanes Union High School District Adopted: 6/25/14 SUBJECT AREA WORLD LANGUAGE Adopted: 6/25/14 SUBJECT AREA WORLD LANGUAGE COURSE TITLE: GRADE LEVEL: Grades 9-12 COURSE LENGTH: One Year PREREQUISITE: None CREDIT: 10 units UC/CSU CREDIT: Receives UC/CSU credit for World Language,

More information

Christ Church C of E (VA) Primary School and Nursery. Reading Policy

Christ Church C of E (VA) Primary School and Nursery. Reading Policy Christ Church C of E (VA) Primary School and Nursery Reading Policy Aims We aim to enable our pupils to read for enjoyment, confidently, fluently, accurately and with understanding. We aim to employ a

More information

Honors German 3/ German 3 Curriculum

Honors German 3/ German 3 Curriculum Honors German 3/ German 3 Curriculum Timeline Unit 1 Standards Objectives Content Additional Resources Performance Tasks Assessments 3 weeks Die ACTFL Students will be able Vocabulary: Handouts Students

More information

Inspiration Standards Match: Virginia

Inspiration Standards Match: Virginia Inspiration Standards Match: Virginia Standards of Learning: English Language Arts Middle School Meeting curriculum standards is a major focus in education today. This document highlights the correlation

More information

DARTS Directed Activities Related to Texts

DARTS Directed Activities Related to Texts DARTS Directed Activities Related to Texts What are DARTS? DARTS are activities that are designed to challenge pupils to engage with texts. They ask them to read closely and to interpret the information

More information

ESL I English as a Second Language I Curriculum

ESL I English as a Second Language I Curriculum ESL I English as a Second Language I Curriculum ESL Curriculum alignment with NJ English Language Proficiency Standards (Incorporating NJCCCS and WIDA Standards) Revised November, 2011 The ESL program

More information

Grade 1 LA. 1. 1. 1. 1. Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 27

Grade 1 LA. 1. 1. 1. 1. Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 27 Grade 1 LA. 1. 1. 1. 1 Subject Grade Strand Standard Benchmark Florida K-12 Reading and Language Arts Standards 27 Grade 1: Reading Process Concepts of Print Standard: The student demonstrates knowledge

More information

Financial Institutions - All the Same? EPISODE # 204

Financial Institutions - All the Same? EPISODE # 204 Financial Institutions - All the Same? EPISODE # 204 LESSON LEVEL Grades 9-12 KEY TOPICS Entrepreneurship Financial institutions Financial markets Financial accounts LEARNING OBJECTIVES 1. Distinguish

More information

What Does Research Tell Us About Teaching Reading to English Language Learners?

What Does Research Tell Us About Teaching Reading to English Language Learners? Jan/Feb 2007 What Does Research Tell Us About Teaching Reading to English Language Learners? By Suzanne Irujo, ELL Outlook Contributing Writer As a classroom teacher, I was largely ignorant of, and definitely

More information

Site Security Officer

Site Security Officer www.workbase.org.nz Literacy profile: Site Security Officer Role: Site security guards control access to and patrol sites, guard property against theft and vandalism, maintain order, ensure that site safety

More information

Financial Literacy and ESOL

Financial Literacy and ESOL Financial Literacy and ESOL Financial Literacy and ESOL There are more and more resources available for delivering LLN in the context of finance but most of them are focused on working with learners whose

More information

COMMUNICATION COMMUNITIES CULTURES COMPARISONS CONNECTIONS. STANDARDS FOR FOREIGN LANGUAGE LEARNING Preparing for the 21st Century

COMMUNICATION COMMUNITIES CULTURES COMPARISONS CONNECTIONS. STANDARDS FOR FOREIGN LANGUAGE LEARNING Preparing for the 21st Century COMMUNICATION COMMUNITIES CULTURES COMPARISONS CONNECTIONS STANDARDS FOR FOREIGN LANGUAGE LEARNING Preparing for the 21st Century Language and communication are at the heart of the human experience. The

More information

Language and Literacy

Language and Literacy Language and Literacy In the sections below is a summary of the alignment of the preschool learning foundations with (a) the infant/toddler learning and development foundations, (b) the common core state

More information

English. Stage 6 Syllabus. English (Standard) English (Advanced) English as a Second Language (ESL) English (Extension) Fundamentals of English

English. Stage 6 Syllabus. English (Standard) English (Advanced) English as a Second Language (ESL) English (Extension) Fundamentals of English English Stage 6 Syllabus English (Standard) English (Advanced) English as a Second Language (ESL) English (Extension) Fundamentals of English Original published version updated: Nov/Dec 1999 Board Bulletin/Official

More information

English sample unit: Let s read! Early Stage 1

English sample unit: Let s read! Early Stage 1 English sample unit: Let s read! Early Stage 1 Focus: Shared reading, guided reading Duration: 3 4 lessons/week Overview The following provides a guide for teaching reading in Early Stage 1. In this unit,

More information

Assessment in Modern Foreign Languages in the Primary School

Assessment in Modern Foreign Languages in the Primary School Expert Subject Advisory Group Modern Foreign Languages Assessment in Modern Foreign Languages in the Primary School The National Curriculum statutory requirement from September 2014 asks Key Stage Two

More information

National Curriculum 2014 Literacy Objectives Spoken language Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

National Curriculum 2014 Literacy Objectives Spoken language Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Spoken language -structured descriptions, explanations and narratives for different purposes, including for expressing feelings ng, hypothesising, imagining and exploring ideas to comments the interest

More information

Common Core Progress English Language Arts

Common Core Progress English Language Arts [ SADLIER Common Core Progress English Language Arts Aligned to the [ Florida Next Generation GRADE 6 Sunshine State (Common Core) Standards for English Language Arts Contents 2 Strand: Reading Standards

More information

10th Grade Language. Goal ISAT% Objective Description (with content limits) Vocabulary Words

10th Grade Language. Goal ISAT% Objective Description (with content limits) Vocabulary Words Standard 3: Writing Process 3.1: Prewrite 58-69% 10.LA.3.1.2 Generate a main idea or thesis appropriate to a type of writing. (753.02.b) Items may include a specified purpose, audience, and writing outline.

More information

Support for Student Literacy

Support for Student Literacy Support for Student Literacy Introduction In today s schools, many students struggle with English language literacy. Some students grow up speaking, reading and/or writing other languages before being

More information

Senior Phase Grade 7 Today Planning Pack ENGLISH

Senior Phase Grade 7 Today Planning Pack ENGLISH M780636100077 Senior Phase Today Planning Pack ENGLISH Contents: Work Schedule: Page 2 Lesson Plans: 3 Rubrics: Rubric 1 11 Rubric 2 12 Rubric 3 13 1 Work schedule for Term Week LO and AS Chapter Assessment

More information

Introduction to Reading Literacy Strategies

Introduction to Reading Literacy Strategies Introduction to Reading Literacy Strategies Reading involves: decoding words and understanding the alphabetic code understanding vocabulary linking known knowledge with the knowledge in texts rechecking

More information

Spanish course for Primary teachers in Scotland

Spanish course for Primary teachers in Scotland Spanish course for Primary teachers in Scotland Looking The ahead foreign new 1+2 Languages Policy implemented by the Scottish Government offers a unique opportunity to contribute to the promotion and

More information

Roane State Community College Spanish Program Humanities Divisions. Syllabus

Roane State Community College Spanish Program Humanities Divisions. Syllabus Roane State Community College Spanish Program Humanities Divisions Syllabus Syllabus for Spanish 2020 Instructor s Name: Instructor's Office Hours: Course Tentative Schedule: Note to Students: The students

More information

DynEd International, Inc.

DynEd International, Inc. General Description: Proficiency Level: Course Description: Computer-based Tools: Teacher Tools: Assessment: Teacher Materials: is a multimedia course for beginning through advanced-level students of spoken

More information

Communication Arts: 1.2 A. In group communication, Communication techniques

Communication Arts: 1.2 A. In group communication, Communication techniques Communication Arts: Grade Level: 9 Content Standards Communication Arts Content Standard 1 Speaking and Listening Students know and understand the role of the communication process and demonstrate effective

More information

New Jersey Department of Education. Partnership for Assessment of Readiness for College and Careers (PARCC) Revised December 2014

New Jersey Department of Education. Partnership for Assessment of Readiness for College and Careers (PARCC) Revised December 2014 New Jersey Department of Education Partnership for Assessment of Readiness for College and Careers (PARCC) Testing Accommodations for English Learners (EL) Revised December 2014 Overview Accommodations

More information

Annotated work sample portfolios are provided to support implementation of the Foundation Year 10 Australian Curriculum.

Annotated work sample portfolios are provided to support implementation of the Foundation Year 10 Australian Curriculum. Work sample portfolio summary WORK SAMPLE PORTFOLIO Annotated work sample portfolios are provided to support implementation of the Foundation Year 10 Australian Curriculum. Each portfolio is an example

More information

Annotated work sample portfolios are provided to support implementation of the Foundation Year 10 Australian Curriculum.

Annotated work sample portfolios are provided to support implementation of the Foundation Year 10 Australian Curriculum. Work sample portfolio summary WORK SAMPLE PORTFOLIO Annotated work sample portfolios are provided to support implementation of the Foundation Year 10 Australian Curriculum. Each portfolio is an example

More information

Class set of Stolen girl by Trina Saffioti. Comparison table on interactive white board With headings before/after

Class set of Stolen girl by Trina Saffioti. Comparison table on interactive white board With headings before/after Activities and teaching strategies Resources Formative Assessment Differentiation strategies 1 Build Knowledge - Read Stolen Girl as a class to introduce the topic of the stolen generation of Australia.

More information

Year 1 reading expectations (New Curriculum) Year 1 writing expectations (New Curriculum)

Year 1 reading expectations (New Curriculum) Year 1 writing expectations (New Curriculum) Year 1 reading expectations Year 1 writing expectations Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative

More information

Indiana Department of Education

Indiana Department of Education GRADE 1 READING Guiding Principle: Students read a wide range of fiction, nonfiction, classic, and contemporary works, to build an understanding of texts, of themselves, and of the cultures of the United

More information

Literacy Policy. Status: Advisory. Member of Staff responsible: Principal. Associated Policies and documentation: SEND, Teaching of English

Literacy Policy. Status: Advisory. Member of Staff responsible: Principal. Associated Policies and documentation: SEND, Teaching of English Literacy Policy Status: Advisory Member of Staff responsible: Principal Associated Policies and documentation: SEND, Teaching of English Implementation Date: September 2014 Review Date: September 2015

More information

A Guide to Cambridge English: Preliminary

A Guide to Cambridge English: Preliminary Cambridge English: Preliminary, also known as the Preliminary English Test (PET), is part of a comprehensive range of exams developed by Cambridge English Language Assessment. Cambridge English exams have

More information

CAMBRIDGE FIRST CERTIFICATE Listening and Speaking NEW EDITION. Sue O Connell with Louise Hashemi

CAMBRIDGE FIRST CERTIFICATE Listening and Speaking NEW EDITION. Sue O Connell with Louise Hashemi CAMBRIDGE FIRST CERTIFICATE SKILLS Series Editor: Sue O Connell CAMBRIDGE FIRST CERTIFICATE Listening and Speaking NEW EDITION Sue O Connell with Louise Hashemi PUBLISHED BY THE PRESS SYNDICATE OF THE

More information

Literacy Guide for Secondary Schools: 2012-2013. Literacy Guide for Secondary Schools 2012-2013. National Literacy Trust, August 2012 1

Literacy Guide for Secondary Schools: 2012-2013. Literacy Guide for Secondary Schools 2012-2013. National Literacy Trust, August 2012 1 Literacy Guide for Secondary Schools 2012-2013 National Literacy Trust, August 2012 1 Contents Contents Reading for enjoyment and wider reading Page 3 Developing teachers approach to reading Page 5 Supporting

More information

Grade 1. Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand

Grade 1. Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand Grade 1 Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand Turtle Island Conservation Ontario Teacher Resource Bundle 1 The

More information

Create stories, songs, plays, and rhymes in play activities. Act out familiar stories, songs, rhymes, plays in play activities

Create stories, songs, plays, and rhymes in play activities. Act out familiar stories, songs, rhymes, plays in play activities PRESCHOOL Language Arts Literacy Expectation 1 Children listen and respond to environmental sounds, directions, and conversations. NJCCC K-12 Standard 3.4 Listening Strand A: Active Listening Strand B:

More information

Reading: Text level guide

Reading: Text level guide Reading: Text level guide Text level guide for seen text and accompanying background information. As teachers we provide the range of experiences and the instruction necessary to help children become good

More information

Learning Today Smart Tutor Supports English Language Learners

Learning Today Smart Tutor Supports English Language Learners Learning Today Smart Tutor Supports English Language Learners By Paolo Martin M.A. Ed Literacy Specialist UC Berkley 1 Introduction Across the nation, the numbers of students with limited English proficiency

More information

Grade 5. Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand

Grade 5. Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand Turtle Island Conservation Ontario Teachers Resource Bundle 1 The Arts 1.1

More information

Non-exam Assessment Tasks

Non-exam Assessment Tasks SPECIMEN MATERIAL ENTRY LEVEL CERTIFICATE STEP UP TO ENGLISH Silver Step 5972/1 Component 1 Literacy Topics Planning the Prom Non-exam Assessment Task and Teachers Notes Specimen 2015 Time allowed: 1 hour

More information

COMPLEMENTING THE CEFR: Developing Objective Criteria to Assess Interlingual Mediation Competence

COMPLEMENTING THE CEFR: Developing Objective Criteria to Assess Interlingual Mediation Competence COMPLEMENTING THE CEFR: Developing Objective Criteria to Assess Interlingual Mediation Competence Dr Maria Stathopoulou RCeL Research Associate University of Athens This presentation: deals with an unexplored

More information